11 effective methods and then select materials to provide learning experiences that
will utilize the content associated with each objective Kemp, 1977:55.
7. Support Services
In this study, the support services include funds, facilities, equipment, and personnel whose time must be scheduled for participation in the instructional plan
Kemp, 1977:84. Support services must be considered at the same time when making instructional plans and selecting the materials Kemp, 1977:85.
8. Evaluation
In this study, evaluation is the payoff step in instructional design plan. Teacher is ready to measure the learning outcomes related to the objectives. The
objectives indicate what the evaluation should be Kemp, 1977:91. Based on Ke
mp‟s entire model, the writer chooses four parts of it, namely determining goals, topics, and general purposes; specifying learning objectives;
listing the subject contents; and selecting teaching learning activities. The writer thinks that those parts are related to this study. Moreover, the writer tries to
combine those parts from Kemp‟s with the model of Yalden‟s. The model of instructional materials design of Yalden is elaborated in the next part.
b. Yalden’s Instructional Materials Design Model
A syllabus can be considered as “communicative” since it takes into
consideration everything required to assure communication Yalden, 1987: 87. Yalden‟s model focuses on syllabus for learning and there are eight stages in
Yalden‟s language program development, namely: PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
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1. The Need Survey
In this study, the need survey is given in order to know learners‟ need and their purposes of learning the target language. Teachers may gain communication
requirements, personal needs and motivations and also relevant characteristics of learners. The reason for this entire information gathering is to understand as much
as possible about the learners prior to the beginning of the program, in order to establish realistic and acceptable objectives Yalden, 1987: 101.
2. The Description of Purpose
The need survey will provide direction for the syllabus designer to explain the purpose of language program. This stage will clarify the purpose of the
language program and will establish the foundation for the major decision facing the language course designer when he or she arrives in the next stage Yalden,
1987: 105.
3. The Choice of a Syllabus Type
The designer selects or develops a syllabus type to be carried out in the program. The selection of the syllabus type is determined based on the needs and
characteristics of the learners Yalden, 1987: 108.
4. The Proto-Syllabus
In this study, the syllabus designer will turn to the description of the content that the syllabus will have. In any communicative syllabus type, there will
be a large number of components to be considered, including general notions and specific topics, communicative functions, discourse and rhetorical skill, variety of
